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The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [ABSTRACT FROM AUTHOR]

The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]

This paper aims to provide a general overview of sensory disabilities, focusing on the importance of teacher training in digital technologies from an inclusive perspective. In Italy, students with sensory disabilities represent 3.6 percent of the total number of students with disabilities. It becomes clear how crucial it is to direct educational attention to the strategies and ways that teachers and educators can put in place in order to be able to promote inclusive learning. In this, ICT can contribute in responding to what are the individual needs of students with sensory disabilities, enabling them to express their full potential both cognitively and in terms of their autonomy [ABSTRACT FROM AUTHOR]

The theme of inclusion in the school environment is increasingly defined in the name of a conquest of civilization. The paper aims to summarize the main phases that led to Italy on a regulatory and methodological level from the Deamicisian School to that of Inclusion, through literaries references such as Cuore by Edmondo De Amicis and The appeal by Alessandro D'Avenia. [ABSTRACT FROM AUTHOR]

In order to further explore the link between social inclusion/exclusion and perceived diversity, the present paper reports on the validation process of AATOS, a quali-quantitative instrument adopting a non-categorical approach in the study of adolescents’ attitudes towards their perceived “different” peers. Its psychometric properties were tested with a sample of 490 secondary school students. The reliability and construct validity of the attitude scale were assessed using factor analysis and testing several validation hypotheses. Moreover, two rounds of intercoder agreement were conducted to establish the consistency of the coding categories developed for the qualitative analysis. All in all, the findings of the current study suggest that the AATOS can be considered a robust instrument. [ABSTRACT FROM AUTHOR]

The present paper aims at presenting a museum educational experience carried out at the National Gallery of Modern and Contemporary Art of Rome within the INTERACT project. The project aims to promote the creation of new systems of social inclusion and the development of active citizenship through museums within different categories of museum users, in particular secondary school students with disabilities. A group of 17 pupils from the Domizia Lucilla Secondary School in Rome took part in a two-day museum workshop in which, through the Object-based Learning and Digital Storytelling learning methodologies, social inclusion, well-being and the 4C skills (Creativity, Communication, Collaboration and Critical thinking) were promoted in participants. [ABSTRACT FROM AUTHOR]

inglese In recent years, the issue of gender difference in scientific disciplines has established itself in the political, social, and economic debate at national and international level. Nevertheless, in the italian scholastic environment, many topics related to gender inclusion are still underdeveloped or perceived as marginal. In this paper we investigate what are the strategies that school, and therefore teachers, can implement to promote inclusion in scientific disciplines, without losing sight of the complexity of the phenomenon which requires reflection at a broader level. [ABSTRACT FROM AUTHOR]